Moving Forward 1 Orientationweb1.nbed.nb.ca/sites/ASD-E/PSSC/Documents/npdl getting... ·...

Getting Started Orientation to New Pedagogies

for Deep Learning

May 2016

2 New Pedagogies for Deep Learning: Getting Started Guide ©NPDL 2016

Getting Started - A quick start guide for cluster teams

Contents Welcome to New Pedagogies for Deep Learning! .......................................................................3

Our theory of change .........................................................................................................................4

Deep Learning Competencies Framework .....................................................................................4

How do we shift from Traditional to Deep Learning? .................................................................5

The Collaborative Inquiry Cycle .......................................................................................................6

A Suite of Tools ...................................................................................................................................6

The New Measures system; Roles and Responsibilities ..............................................................7

The Deep Learning Hub .....................................................................................................................8

Key Roles of Cluster and Associate Network Leadership ...........................................................9

Cluster Leads / Associate Network Leads: ................................................................................9

Capacity Building Leads .............................................................................................................. 10

New Measures Leads .................................................................................................................. 10

Digital Requirements ....................................................................................................................... 11

Frequently asked questions for Getting Started (FAQs) .......................................................... 13

What does NPDL cost? .............................................................................................................. 13

Can we charge schools extra for implementation cost? ...................................................... 13

What will schools actually be expected to do? ...................................................................... 13

What are teachers expected to do? ......................................................................................... 13

Do we have to attend the NPDL international events? ....................................................... 14

Who do I contact if I have further questions? ....................................................................... 14

Appendix: ........................................................................................................................................... 15

Appendix 1: Sample of a Deep Learning Progression Collaboration Deep Learning

Progression.................................................................................................................................... 15

Appendix 2: Sample Memorandum of Understanding (MoU) ............................................ 16

Appendix 3: NPDL Onboarding Process ................................................................................. 17

Appendix 4: Implementation Diagnostic ................................................................................. 18

Publication Note: This is the second publication of Moving Forward: Getting Started that has combined the

original Moving Forward 1 and Moving Forward 2 to include updated information.

©NPDL, 2015. All Rights Reserved. License provided for use in schools covered by NPDL Membership

agreements.


Welcome to New Pedagogies for Deep Learning! We are a global innovation partnership dedicated to transforming

learning by building knowledge about deep learning competencies,

the pedagogical practices that develop them, and ways to

measure progress. We believe every child deserves an

opportunity to develop the competencies of collaboration,

communication, critical thinking, creativity, character, and

citizenship so that they flourish in a complex world. We are

joined by families, teachers, leaders and policymakers worldwide

who are jointly seeking ways to transform pedagogy and provide

conditions that will facilitate deep learning.

Our Purpose:

To foster deep learning so that all learners contribute to the common good, address

global challenges and flourish in a complex world.

We will do this through:

Engaging systems in collective effort to mobilize deep learning.

Identifying deep learning work within those systems.

Capturing and cultivating new pedagogies that advance deep learning.

Operationalizing, refining and validating measures for deep learning.

Diffusing new practices and understandings

NPDL Global Directors

Joanne Quinn Global Capacity Building

Director

Michael Fullan Global Leadership

Director

Joanne McEachen Global New Measures

Director

We invite you to join the Movement!


Our theory of change

The design of quality learning experiences fusing existing and new pedagogies and accelerated by digital technologies will build deep learning competencies in learners.

Deep Learning Competencies Framework Six deep learning competencies define what it means to be a deep learner. Learning

progressions for each of the 6 competencies add precision by specifying the dimensions of

each competency. They are used to design and assess learning and to measure growth in the

competency.

The six elements in the Deep Learning Competency Framework are:

CREATIVITY

Having an “entrepreneurial eye”

for economic and social

opportunities, asking the right

inquiry questions to generate novel ideas, and

leadership to pursue those ideas and turn them

into action.

CRITICAL THINKING

Critically evaluating information

and arguments, seeing patterns

and connections, constructing

meaningful knowledge, and applying it in the

real world.

CITIZENSHIP

Thinking like global citizens,

considering global issues based

on a deep understanding of

diverse values and worldviews, and with a

genuine interest and ability to solve ambiguous

and complex real‐world problems that impact

human and environmental sustainability.

COLLABORATION

Working interdependently and

synergistically in teams with

strong interpersonal and team‐

related skills including effective management

of team dynamics and challenges, making

substantive decisions together, and learning

from and contributing to the learning of

others.

CHARACTER

Learning to deep learn, armed

with the essential character

traits of grit, tenacity,

perseverance, and resilience; and the ability to

make learning an integral part of living.

COMMUNICATION

Communicating effectively with a

variety of styles, modes, and

tools (including digital tools),

tailored for a range of audiences.

Please note: Leveraging Digital applies across all Deep Learning competencies


How do we shift from Traditional to Deep Learning? Four elements combine to create the new pedagogies that foster deep learning.


The Collaborative Inquiry Cycle The Collaborative Inquiry cycle is used to mobilize and collectively create the knowledge

required to enable whole system change and deep learning. At every level of New

Pedagogies for Deep Learning (i.e., within schools, within clusters, and across the entire

global partnership), we use the Collaborative Inquiry Cycle:

Students design, assess and

monitor their own learning

Teachers collaborate to assess,

design, implement and reflect and

adjust learning; and

Leaders assess the learning

conditions that support deep learning

and design strategies to create

improved conditions.

A Suite of Tools The Suite of tools is both a design and evaluative monitoring system. It is used to shift

practices and demonstrate and measure student progression in the 6 Global Competencies

for Deep Learning. The suite of tools are used within the Collaborative Inquiry Cycle


Tools for designing deep learning:

The Deep Learning Progressions provide a description of the dimensions of each

competency and possible pathways for student progress. The progression is used to

assess strengths and needs for designing the learning. They are also used to monitor

progress and to evaluate development along the progression.

The Learning Design Protocol guides the design of deep learning experiences

through a series of prompts. It anchors discussion about design elements for the deep

learning process

The Learning Design Rubric is a tool to assess the quality of the learning design and

make improvements in design that will accelerate or deeper future learning.

Tools to assess conditions for deep learning:

The School Conditions Rubric identifies the conditions that need to be in place to shift

practices to deep learning.

The Cluster Conditions Rubric identifies the conditions that are needed to support a

transformation to deep learning across all schools.

The System Conditions Rubric identifies the conditions that are needed to support the

mobilization of deep learning across all schools in the district, state, province, country or

education system.

The New Measures system; Roles and Responsibilities The components of this system are designed to measure shifts in practice and the

development of Global Deep Learning Competencies.

Deep Learning Progression Ratings – Rubrics designed to measure and track student

progress in developing deep learning competencies

Deep Learning Conditions Ratings – Measure the system, cluster and school

conditions that support deep learning outcomes

Deep Learning Exemplars – Examples of learning designs and learner outcomes that

illustrate deep learning competencies


Deep Learning

Progression Ratings

Deep Learning Conditions

Ratings

Deep Learning Exemplars

Teacher

Teachers submit Deep

Learning Progression

Ratings for their students

School Lead

School Leads will be able

to view all Progression

Rating data submitted

within their school.

Cluster Lead / Network

Lead

Cluster Leads will be able

to view all Progression

Rating data submitted

within their Cluster.

Teacher

Teachers do not submit

Conditions Ratings.

School Lead

Submit School Conditions

Ratings.

Cluster Lead / Network

Lead

Submit Education System

Conditions Ratings and

Cluster Conditions Ratings,

and will have access to all

School Conditions Ratings

submitted within their

Cluster.

Teacher

Submit Exemplars and have

access to all Exemplars

submitted by other

teachers within their

school.

School Lead

Access to all Exemplars

submitted by teachers

within their school, and

submit one Exemplar to

their Cluster Lead.

Cluster Lead

Access to all Exemplars

submitted within their

Cluster, and submit one

Exemplar to the Global

Team

*The New Measures data is submitted on the Deep Learning Hub.

The Deep Learning Hub

The Deep Learning Hub is a collaborative learning and data collection platform designed to

support NPDL Clusters and Associate Networks in their deep learning journey. The Hub offers

a range of tools and features geared toward capacity building, collective innovation and the New

Measures system.


Capacity Building

Engage in capacity building modules to develop understanding of

new pedagogies and deep learning concepts

Explore capacity building resources in the NPDL catalogue, including

materials that focus on change leadership, pedagogical practices and

leveraging digital

Access the Suite of Tools, NPDL messaging and communication

materials, and all the documents, videos and other resources

New Measures

Enter data and track progress of the New Measures in your

classrooms, schools, Clusters and education systems

Generate reports on the development of deep learning conditions

and on student progression toward deep learning outcomes, using

real-time monitoring to craft pedagogical and system responses to

successes and areas for improvement

Submit and access Deep Learning Exemplars that provide a

description of what deep learning looks like in action and in outcome

Collective Innovation

Connect with NPDL Members through the People Connect

Tool, designed to facilitate collaboration and discussion with other

teachers and education leaders

Participate in Deep Learning Hub discussion forums

Key Roles of Cluster and Associate Network Leadership Each Cluster and Associate Network is able to structure their leadership team in the best way

that fits their context. Here are a few key roles for Cluster and Network leadership in New

Pedagogies for Deep Learning. These roles can be combined or shared among individuals or

teams.

Cluster Leads / Associate Network Leads:

Key Strengths: using strategies, approaches and initiatives to lead change Primary Roles and Key Tasks can include the following:

Lead and coordinate implementation across the Cluster / Associate Network Select and support Capacity Building and New Measures leads plan regional events and capacity building

participate in the monthly Global Cluster Team Calls

connect one-on-one with the Global Directors (Clusters only)

attend the NPDL Global Events


Capacity Building Leads

Key Strengths: system-wide design of learning experiences and support structures for deep

implementation of changes in practice

Primary Roles and Key Tasks can include:

• design a capacity building strategy

• Design strategies to share and implement NPDL within the Cluster.

• develop local learning experiences based on global resources

• support implementation of the Collaborative Inquiry Cycle

• support the design of Deep Learning Tasks

• provide coaching and modelling, and collect student work products

• foster contributions of student work products and learning designs to the Deep

Learning Hub

• Attend NPDL Events

Global Support: Capacity Building Institutes are offered to school leads and capacity building facilitators by a

Global Regional Facilitator. As well six prototype modules have been designed to support

schools and clusters in building capacity locally. They provide PowerPoints, videos and

exemplars. Samples of implementation strategies and resources from existing clusters are

also collated for your use.

New Measures Leads

Key Strengths: system-wide assessment and accountability measures implementation and in

using evidence to inform decision making

Primary Roles and Key Tasks can include:

• Implement New Measures across Cluster

• Present key data and findings at the Cluster and country levels

• Implement the New Measures in schools:

o Use rubrics and Learning Progressions

o Collect learning tasks from teachers

o Collect student work products

o Analyze local and global data

• Support the use of feedback reports by school clusters


• Publish findings in country

• Attend NPDL Events

• Connect one-on-one with the Global New Measures Director (Clusters Only)

Digital Requirements The level of accessibility to Digital is a critical consideration for each Cluster in the New

Pedagogies for Deep Learning Global Partnership. A key goal of our partnership work is to

accelerate learning by leveraging Digital. Thus, it is expected that all Cluster partners offer or

plan to offer a Digital-rich environment in the majority of the schools involved in the Clusters.

In the simplest of terms, we would expect that schools offer access to Digital (computers,

laptops, tablets, other devices and a reasonable speed of internet connectivity) for all

learners, both in and out of school. While we don’t want to be overly prescriptive, a level of

ubiquity of access for learning is critical. As the project will involve learners focusing on the

creation of content, it is important that the available Digital tools support this creation rather

than just consumption.

The key point for Clusters to consider is whether students will have sufficient access to

software and hardware that will assist teachers and students in the creation of Deep Learning

Tasks. These tasks move them beyond basic uses of digital technology and into activities in

which extended practice and development of the Deep Learning Competencies is possible.

How to start forming a NPDL Cluster or Associate Network Have 100 schools ready to join?

Then you can start your own NPDL Cluster!

NPDL Clusters consist of at least 100 schools that work collaboratively with each other and

the Global Directors. Each Cluster has a Leadership Team that supports implementation and

capacity building within their Cluster and country.

What if there is already a NPDL Cluster in my country?

If there is already a NPDL Cluster in your country, you may be eligible to join! Simply contact

us and let us know that you are interested in joining your country’s Cluster. We will connect

you with the Cluster Leadership Team.

Cluster Benefits:

Teacher and Cluster Team Access to the Deep Learning Hub

Access to resources to and prototype capacity building modules

One-on-One capacity building and new measures coaching sessions with the Global

Directors

Invitations to the monthly Virtual Cluster Collaboration Meetings


5 Complimentary registrations to NPDL Global Events plus discounted

registrations for additional attendees

Access to the New Measures data submitted by your Cluster and the Global New

Measures Report

Participation Fee: $200,000 USD/per Cluster each year

Have five or more schools ready to implement deep learning?

Start your own NPDL Associate Network!

NPDL Associate Networks are groups of five or more schools who wish to utilize the Suite of

Tools and the Deep Learning Hub independently.

Why five schools?

A key component of the NPDL Whole System change process is the learning and new

knowledge that comes from collaboration. The learning partnerships that develop between

Associate Network schools as they assess, analyze, measure and change is critical to

improving conditions to allow for Deep Learning.

Associate Network Benefits:

Full Teacher and Network Team Access to the Deep Learning Hub and the Suite of

Tools

Discounted registration for NPDL Global Events

Access to the New Measures Data submitted by your network and the Global New

Measures Report

Participation Fee: $2,000 USD/per school each y Each Cluster and Associate Network has access to a range of resources and enablers that will

help Explore Local Partnerships

In addition to the partnership between NPDL members, each Cluster or Associate Network

should also explore the resources and expertise available to them through their own local

partnerships. These partnerships could include:

• Student(s): Students who represent all groups in your country

• Teacher(s): Strengths in rigorously and transparently questioning pedagogical

approaches

• Parent(s): Deep Learning happens outside the classroom and parents are a key

resource

• Education Leader(s): Strengths creating a shared understanding about what matters

most, what's most urgent, and why.

• Community and Industry: Parents and families, cultural and community leaders,

business leaders


• Ministry or Government Representative/Policy: Strong voice to support whole-

system change approach and strengths in determining the value of outcomes and/or

the quality or effectiveness of an approach, initiative, program, policy, or other entity,

and then making changes

Frequently asked questions for Getting Started (FAQs)

What does NPDL cost?

The cost for NPDL Participation breaks down as follows:

Full Cluster: $200,000 USD/per Cluster each year

Associate Network: $2,000 USD/per school each year

Can we charge schools extra for implementation cost?

The NPDL cost covers access to the NPDL Hub, Suite of Tools and resources. Cluster or

Network Leads may have their own overhead costs to cover for implementation and capacity

building. Each Cluster and Associate Network is free to implement their own additional

pricing structure based upon need. Attendance at NPDL Global events is on a user pays basis.

What will schools actually be expected to do?

Schools will have 3 sets of obligations – organization and structure, Capacity Building, and New Measures. Organisation and Structure:

Identify a school lead Self-assess conditions for deep learning

Capacity Building Support teachers to participate in collaborative inquiry cycles two or three times

annually Use the progressions and tools to design and moderate learning at least once annually Participate in capacity building sessions

New Measures Support teachers to submit ratings on at least one progression annually Conduct a moderation process to select and submit one exemplar to the cluster

annually

What are teachers expected to do?

• Participate in Professional Learning using the Collaborative Inquiry Cycle, the Deep

Learning Competency Framework, and related tools

• Participate in 2-3 Collaborative Inquiry Cycles annually

• Collaborate on leveraging Digital to accelerate, facilitate and deepen learning

• Submit student ratings on the Deep Learning Competency Learning Progressions two

times per year on the Deep Learning Hub, and submit one Deep Learning Exemplar

once per year

• Self-assess current capacity using the New Pedagogies Learning Design Rubric


Do we have to attend the NPDL international events?

Ideally, your Cluster or Associate Network team should be represented at a minimum of one

NPDL event per year. These face-to-face meetings are critical in collaboration, the sharing of

NPDL experiences, and creating global change.

Who do I contact if I have further questions?

Feel free to reach out with any questions you might have.

www.npdl.global

Catie Schuster

Program Manager

email: [email protected]

http://www.npdl.global/


Appendix:

Appendix 1: Sample of a Deep Learning Progression Collaboration Deep Learning Progression Work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective

management of team dynamics and challenges, making substantive decisions together, and learning from and contributing to

the learning of others.

Dimension Limited Evidence Emerging Developing Accelerating Proficient

Working interdependently as a team

Learners either work individually on learning tasks or collaborate informally in pairs or groups but do not really work together as a team.

Learners may discuss some issues or content together, but skip over important substantive decisions (such as how the process will be managed), which has significant adverse impacts on how well the collaboration works.

Learners work together in pairs or groups and are responsible for completing a task in order for the group to achieve its work. At this level, tasks may not be well matched to each individual’s strengths and expertise, and group members’ contributions may not be equitable.

Learners are starting to make some decisions together, but may still be leaving the most important substantive decisions to one or two members.

Learners decide together how to match tasks to the individual strengths and expertise of team members, and then work effectively together in pairs or groups. Learners involve all members in making joint decisions about an important issue, problem, or process, and developing a team solution.

Learners can articulate how they work together in a way that is interdependent and uses each person’s strengths in the best possible way to make sound substantive decisions and develop ideas and solutions.

Interdependent teamwork is clearly evident in that learners’ contributions are woven together to communicate an overarching idea and/or create a product.

Learners demonstrate a highly effective and synergistic approach to working interdependently in a way that not only leverages each member’s strengths but provides opportunities for each to build on those strengths and learn new skills.

This includes ensuring that substantive decisions are discussed at a deep level that ensures each team member’s strengths and perspectives are infused to come to the best possible decision that benefits all.

Interpersonal and team-related skills

Although learners may help each other on tasks that contribute to a joint work product or outcome, interpersonal and team-related skills are not yet evident. Learners do not yet demonstrate a genuine sense of empathy or a shared purpose for working together.

Learners report and demonstrate a sense of collective ownership of the work and show some interpersonal and team-related skills. The focus is on achieving a common or joint outcome, product, design, response or decision, but at this level the key decisions may be taken or dominated by one or two members.

Learners demonstrate not only good interpersonal skills and collective ownership of the work; an active sense of shared responsibility is also evident. From beginning to end, the team listens effectively, negotiates and agrees on the goals, content, process, design, and conclusions of their work.

Learners can clearly articulate how joint responsibility for the work and its product or outcome pervades the entire task. Strong skills in listening, facilitation, and effective teamwork ensure that all voices are heard and reflected in the ways of working or work product.

Learners take an active responsibility, both individually and collectively, for ensuring that the collaborative process works as effectively as possible, that each person’s ideas and expertise are used to maximum advantage, and that each work product or outcome is of the highest possible quality or value.

*Sample of Collaboration Deep Learning Progression


Appendix 2: Sample Memorandum of Understanding (MoU)

MEMORANDUM OF UNDERSTANDING TOWARDS A GLOBAL PARTNERSHIP TO PROMOTE THE

IMPLEMENTATION OF NEW PEDAGOGIES FOR DEEP LEARNING

This Agreement to Implement New Pedagogies for Deep Learning entered into by and between ______________________,

and New Pedagogies for Deep Learning (NPDL)

Introduction

NPDL is a three-year collaboration and relationship to participate in a global and regionally focused education

partnership to implement the New Pedagogies for Deep Learning: A Global Partnership Project; and ____________

wishes to move forward with NPDL and participate in that 2 to 3-year collaboration, subject to the terms and

conditions set forth below. Now therefore, the Parties hereby agree as follows:

Agreement

1. Vision and Goals of Partnership. The Partnership will create and provide a coherent suite of tools and resources, designed to support the strategic outcome of deep learning by students in a technologically advanced society.

2. Financial. In consideration of entering into this Agreement with NPDL and creating the Partnership, and in consideration of NPDL coordination and management of the Global Partners to develop and create New Pedagogies for Deep Learning, ___________ shall provide payment to NPDL in an amount equal $200.000.00 United States Dollars, due within 30 days of the execution date of this agreement. (Clusters with less than 100 schools will pay $200,000.00 United States Dollars and once 100 schools are registered shall pay $1,000 USD per school).

3. Responsibility (__________). In executing this Agreement and entering into this Partnership with NPDL _________ acknowledges that it will have obligations and responsibilities to ensure the coordination and implementation of New Pedagogies for Deep Learning is successful (in addition to the consideration set forth in above section.

4. NPDL Responsibilities. In executing this Agreement and entering into the Partnership, NPDL shall work collaboratively with your Cluster and others within the Partnership with coordination and implementation of New Pedagogies for Deep Learning.

5. Good Faith. The Parties agree that the responsibilities set forth above are required for the success of the Partnership and that the Parties will work together in good faith to ensure that the responsibilities and obligations set forth above are met in furtherance of the goals of the Partnership.

6. Intellectual Property. Additional to the requirements and expectations of the Partnership set forth above, __________acknowledges that certain intellectual property issues regarding the Partnership will be addressed by way of separate written agreement (the “Intellectual Property Agreement”), signed by __________, NPDL and the cluster.

7. Contacts. a. NPDL contact information is as follows:

i. Joanne McEachen, Global New Measures Director, NPDL ii. Email: [email protected]

iii. Phone: +1 425 830-3932 8. Authority. The individual executing this Agreement has the authority and power to bind the Party on

whose behalf they are executing. Entered and Agreed as of the Date set forth above: New Pedagogies for Deep Learning & _________________________ (Party) Signed by: Signed by: ____________________________ ________________________

mailto:[email protected]


Appendix 3: NPDL Onboarding Process

This is an overview of the School information required to be submitted with a signed

MoU in order to begin the onboarding process and grant teachers and school leaders

with access to the Deep Learning Hub.

Developing Interest

•Once interest in joining NPDL is established, potential Clusters or Associate Networks will connect through a series of meetings with one of the Global Directors to answer any questions, provide overview of the nature of NPDL as a partnership, and offer details regarding the implementation process such as documents or resources.

Ready to Join

•When ready to move forward, an MoU will be drafted for approval by the Cluster or Associate Network. A Global Director will be available to help answer any questions or concerns surrounding the document prior to signing it.

•An invoice will be issued along with the finalized MoU.

Getting to Work

•When signed MoU and invoice are returned, Teacher access will be granted to the Deep Learning Hub and benefits will be granted to the Cluster or Associate Network members.

•NPDL Managers will also be available to help walk you through how the Hub works, and to answer any questions. Please note: No access to the Deep Learning Hub will be granted until payment is issued.


Appendix 4: Implementation Diagnostic

Key Questions Tools Evidence

Cluster Capacity

What is the capacity of the cluster

leadership to support the partnership?

School/School Leader Capacity

What is the capacity of our schools and

school leaders to support the shift in

practice?

Teacher Capacity

What is the capacity of our teachers to shift

their practice?

Student Learning

What is the current level of achievement of

our students?

What are the strengths and gaps of our

current teaching and learning process?

What is the current level of student

agency? Student voice?

Capacity Building

What is our experience in collaborative

work/learning communities (e.g. using the

collaborative inquiry cycle?)

What is our current practice in providing

sustained professional learning?

Digital

What is the capacity of our infrastructure,

policy and technical to support the shift in

practices?

Policy

What is our policy framework for

supporting the shift?

What is the capacity of the system

(national, provincial or state) to support the

work?

Partnerships

What partnerships do we need to support

the work at the cluster and school level?

What stakeholders need to be engaged?

Communication

What mechanisms are available for building

understanding?

What two way mechanisms are available?

Cluster

Learning

Conditions

Rubric

School

Conditions

Rubric

Teacher

Self-

assessment

rubric

System

Conditions

rubric



Focus and Goals

What is our focus for the cluster?

How will we build shared understanding?

o Cluster leaders

o School leaders

o Students

o Teachers

o Partners

o Families and Community Implementation Plan

What is your strategy for implementation?

How will you communicate the plan?

What are the key messages?

How will you establish and maintain

ongoing two-way communication?

Capacity Building

Who are the key groups?

o Cluster leads

o Deep learning facilitators

o District leaders

o School leaders

o Teachers

o Students

How will you build shared understanding of

Deep Learning? The new pedagogies? The

new partnerships? How to leverage digital?

How will you develop skills in using the

suite of tools to assess conditions for

change?

o School conditions rubrics

o Cluster conditions rubrics

o System conditions rubrics

o Teacher assessment tools

How will you develop teacher and school

leaders’ skills in using the tools to design

deep learning?

o Learning progressions

o Deep Learning Design Protocol

Partnerships

How will you develop a collaborative

approach with partners?

How will you engage parents?



Implementation Plan

How will you monitor the plan? How will you gather ongoing feedback on

progress?

Capacity Building

Who will lead the facilitation of new skills

and understandings?

How will you prepare them?

How will you provide ongoing support at

the school and classroom level?

How will you gather ongoing feedback?

How will you measure progress on the focus and goals?

What data will you collect? How will manage the data collection and

submission processes? How will you be transparent?

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